Going Geometric: Math
in Pattern and Design
 Grade level
7th, 8th grades
 Subject area/s
Math, Visual Art
 GPS/Common
Core Standards
Mathematics Georgia Performance Standards
MM1P4.
MM1G3.
Georgia Performance Standards for Visual Arts
VA7CU.2
VA8CU.1
 Objective
The student will create a tessellated pattern using repeating geometric
shapes.
The student will understand the significance of geometric patterns in
works of art, particularly from the Middle East
 Materials
 Geometric shapes (blocks or paper cutouts)
 Visual examples of geometric patterns in art – online or on paper
 Graph paper
 Pencils
 Rulers
 Materials for tessellations (teacher’s choice)
 Handout (optional)
 Instructions
 Have students experiment with the concept of shapes and
tessellation. Have students work with patterned blocks or cutout
shapes, if possible. Afterwards discuss which shapes will tessellate
(like squares, hexagons) and ones that don’t (circles).
 Show examples of geometric designs in Islamic patterns (particularly
tile and some wood carving) that range from simple to complex. [See
the resources section for suggestions.] Use the handout, below, if
desired.
 Discuss the significance of the use of geometry in Islamic artwork as
well as typical styles of decoration. (Simply put, early Islamic
craftsmen considered geometry and mathematics to be complex and
infinite, and therefore a reflection of the divine. Employing these types
of patterns would both be a reflection of, and a way to honor, God.)
 As a group, discuss similar tendencies students notice in the
examples. (Note that the shapes tend to have decoration inside as
well as creating an overall pattern.)
 Based on the visual information they’ve seen, have students create
their own tessellating patterns, with materials of your choice. They
could be as complex as clay/ceramic or as simple as drawings or
paper collage.
o Encourage students to plan out their patterns with graph paper
before beginning their final composition.
 Ask students to explain their artwork, what it would adorn, and why
they decorated it the way they did.
 Put the artwork on display.
 Evaluation
Ask students to identify the shapes they have used and why they
tessellate. See also Extensions.
 Accommodations
 Assist students who may need physical help by providing pre-cut
materials or prepared materials
 For visually impaired students, provide 3D shapes or blocks
 Extensions
 For a more in-depth geometric study, ask students to further
examine their finished pieces – determining the angles or surface
area of particular shapes. Or have them determine how many of
each shape they would need to cover a certain area or larger object.
 Use these tessellated patterns to adorn a real object – a box, a
notebook, or even a school hallway
 Resources
http://www.discoverislamicart.org/exhibitions/ISL/geometric/?lng=en
[The Museum With No Frontiers (MWNF) is a totally online museum with a
database of thousands of images and information. This exhibition focuses on
geometry in Islamic art.]
http://www.vam.ac.uk/content/articles/t/teachers-resource-maths-andislamic-art-and-design/ [The V&A offers a wealth of information regarding
Islamic art and geometric patterns. There are numerous illustrated examples of
mathematical concepts as well as corresponding artwork and even printable
templates of shapes and patterns.]
We see patterns every day. Tessellations are planes that are covered (or tiled) with shapes without gaps
or overlaps. You can find them all around—think of soccer balls or bathroom tiles.
Islamic art is especially full of geometric patterns. Not only did Muslims scholars develop complex
mathematical concepts, but creating beautiful patterns was thought to glorify God (like Him, they are
both infinite and beautiful).
Some are fairly simple, using common shapes. Others are more complicated, with irregular shapes that
we don’t have names for.
Tiles, fritware with lustre
decoration, Kashan, Iran, 13th14th century, Museum no. 10741875. © Victoria & Albert
Wooden minbar, Fatih Cami,
Istanbul, Turkey, c. 1771.
Tiles, Jameh Masjid, Isfahan,
Iran, 16th-17th century,
Thomas Detangase, Flickr.
Explore the idea of geometric patterns in art. Many
examples of Islamic art and architecture are decorated
with geometric patterns. Once you’ve explored them,
create your own.
 Decide what object your pattern would adorn.
 What is the significance of your pattern? Choose a
design that is meaningful to you.
 Make detailed plans – use graph paper (or computer
software), sketch, make calculations.
 Once your teacher has approved your design, create
your pattern. This could be done in a variety of media
– see what your options are.
 Exhibit your artwork and explain it. Describe your
Table, ebonized wood and ivory, Damascus,
Syria, late 19th c. Gift of Drs. Joseph and
Omayma Touma, Huntington Museum of Art.
 Use your pattern to actually decorate a real object - from the cover of your notebook to a box or
maybe even a table!
 As a class, design a tessellated pattern to decorate a wall of the room or stretch of hallway. Each
person can create his/her own design within their tile/s.